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Lesson Planning for Health Education

Lesson Planning for Health Education. Addressing Standards, Outcomes and Available Time. Objectives. Understand the theory and national initiatives behind the development of ETR’s HealthSmart curriculum . Demonstrate how the Lesson Planning Tool helps educators create a lesson plan.

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Lesson Planning for Health Education

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  1. Lesson Planning for Health Education Addressing Standards, Outcomesand Available Time

  2. Objectives Understand the theory and nationalinitiativesbehind the development of ETR’s HealthSmart curriculum. Demonstrate how the Lesson Planning Tool helps educators create a lesson plan. Examine how functional knowledge andskills are critical to designing health education programs to effect behavior change.

  3. ? Polling Questions • Do you currently teach health education? • Do you follow a particular curriculum? • What interested you about this webinar? ? ?

  4. 35-Year-Old Nonprofit Agency Education - Product Development Training - Professional Development Research& Evaluation www.etr.org

  5. The Foundations of 5 Advancing Science • Reducing Risk • Improving Lives www.etr.org

  6. ? ? ? Polling Questions • What would you say are the greatest health risks faced by youth today? • What about your students in particular?

  7. Poor Nutrition Obesity Lack of Fitness Dating Violence Injuries STD & HIV Anxiety Bullying Pregnancy Alcohol & Other Drug Use Tobacco Use Depression

  8. CDC’s Top 6 Risks to Kids’ Health • Behaviors that contribute to unintentional injuries and violence • Sexual behaviors that contribute to unintended pregnancy and STDs, including HIV • Tobacco use • Alcohol and other drug use • Unhealthy dietary behaviors • Inadequate physical activity

  9. The Theory Behind HealthSmart Knowledge Skills Support

  10. Think, Choose, Act in Healthy Ways • Build a personal value for health as students explore health beliefs and the potential outcomes of health choices. • Shape healthy peer norms when students understand the healthy actions family and friends support and expect. • Build power to use knowledge when students understand the concepts needed to practice healthy behaviors. • Build power to use skills through guided practice. • Increase perception of controlas students acquire knowledge, develop skills and establish support systems.

  11. National Health Education Standards Health Literacy Knowledge Skills 1: Comprehending Concepts 2: Analyzing Influences 3: Accessing Information 4: Interpersonal Communication 5: Decision Making 6: Goal Setting 7: Practicing Health-Enhancing Behaviors 8: Advocacy

  12. Which Standards do the lessons in my health curriculum support?

  13. CDC’s Health Education Curriculum Analysis Tool Healthy Behavior Outcomes Knowledge Expectations Skill Expectations

  14. CDC’s Health Education Curriculum Analysis Tool

  15. How to Build Skills • The research-basedstep-by-step approach to skills development: • Introduce the skill and relate it to students’ lives through examples. • Present the sequential and specific steps for the successful performance of the skill. • Model of each of the steps and the entire skill sequence. • Provide guided practiceof the skill through structured roleplays, large-group discussion or small-group work. • Allow students to practice the skill in real-life situations, followed by feedback, reinforcement and discussion of successes and challenges.

  16. What Does a Health Curriculum Need to Include? Advancing Science • Reducing Risk • Improving Lives www.etr.org

  17. CDC’s Characteristics of Effective Health Education Curricula http://www.cdc.gov/healthyschools/sher/characteristics/index.htm • Focuses on clear health goals and related behavioral outcomes. • Is research-based and theory-driven. • Addresses individual values, attitudes and beliefs. • Addresses norms that support health-enhancing behaviors. • Focuses on reinforcing protective factors and increasing perceptions of risk.  • Addresses social pressures and influences. • Builds competence and self-efficacy by addressing skills.  • Provides functional health knowledge that directly contributes to health-promoting decisions and behaviors. • Uses strategies designed to personalize information and engage students. • Provides developmentally appropriate information, learning strategies, teaching methods and materials. • Incorporates learning strategies, teaching methods and materials that are culturally inclusive. • Provides adequate time for instruction and learning. • Provides opportunities to reinforce skills and positive health behaviors. • Provides opportunities to make positive connections with influential others.  • Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning.

  18. Real-World Health Education: Putting the 15 Characteristics to Work http://www.etr.org/blog/15-characteristics/ • Research based and theory driven • Focuses on clear health goals and related behavioral outcomes. • Builds personal competence, social competence and self-efficacy by addressing skills. • Provides functional health knowledge that is basic, accurate and directly contributes to health-promoting decisions and behaviors. Susan Telljohann, HSD, CHES

  19. Need to Know vs. Nice to Know • How will smoking hurt my body? • How much physical activity do kids need? • What gets in the way of making heart-healthy choices? OR Problem solving Refusal skills Setting a goal

  20. What are the Challenges in Teaching Health Education? Advancing Science • Reducing Risk • Improving Lives www.etr.org

  21. Challenges in TeachingHealth Ed Funding Finding a strong curriculum Time

  22. Accessing Information Analyzing Influences Interpersonal Communication Goal Setting Decision Making Advocacy Practicing Health-Enhancing Behaviors

  23. Lots of data! Just what you wanted

  24. Mapping it out…

  25. Creating a Planof StudyLesson Planning Tool with the 27 Advancing Science • Reducing Risk • Improving Lives www.etr.org

  26. 5 Simple Questions What grade level? What subject(s)? What skills? What HBOs? How much time do you have?

  27. http://www.etr.org/healthsmart/about-healthsmart/lesson-planning-tool/http://www.etr.org/healthsmart/about-healthsmart/lesson-planning-tool/

  28. Do you have any questions? ? ? ?

  29. No knowledge is more crucial then the knowledge about health.Without it, no other life goal can be successfully achievedErnest Boyer, PresidentThe Carnegie Foundation for the Advancement of Teaching(1979-1995)www.etr.org/healthsmart Advancing science • Reducing risk • Improving lives

  30. www.etr.org/healthsmartJohn Henry Ledwith1-888-220-9455 x204jhl@etr.org4 Carbonero Way, Scotts Valley, CA 95066 Advancing science • Reducing risk • Improving lives

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